Grades 1-5 Art

Category: Fibre & Fabric

Fifth Grade Felt Making

Note: You Tube Videos with sound, may be more accessible via laptop or PC.

After their hard work with their PYP Exhibition, students are now involved in a less intense creative activity during the last art rotation of Elementary School. Students are loving the opportunity to try their hand at Felt Making. Still, it is necessary to follow through the same creative process, of developing skills, generating ideas, and seeking feedback, before embarking on the creation of a final work. This blog post shall remain brief, as I allow the video to demonstrate the procedures taking place. Enjoy!

Fifth Grade: Artists as Change Makers

(Videos in this post may be easier to view from a laptop or PC)

Transdisciplinary Theme: How We Express Ourselves, PYP Key Concept: Perspective

Central Idea: Collaborative Inquiry is a journey which empowers students to demonstrate life-long skills and dispositions which lead to action.

Line of Inquiry: Artists work together use creativity to raise awareness of matters that are important to them.

Note: Our line of Inquiry strives to place emphasis on three things: Collaboration, Change Makers, Global Issues & Citizenship.

Welcome back! This is going to be a long blog post (student video at end of this post). My aim is to enlighten you, as best possible regards this year’s strong integration of art and the upcoming Grade 5 PYP Exhibition (PYPX). As you may know, during the latter part of this school year, students will be involved in in a personal investigation of their choice. Groups will be organised according to interest and students will involve themselves in a collaborative process of inquiry, and be required to present their learning journey to the whole school community.  This is the culminating learning experience of your child’s elementary school experience and very exciting! Please do not contact home room teachers regards this, at this moment in time. You will be introduced to specific details at the scheduled time, after February break. However, as the Fifth Grade art rotation began last week, and shall continue until Mid-March, art class is currently helping to prepare students to ‘tune in’ to the idea of investigating a PYP transdisciplinary theme, Central Idea, Concept, make specific connections with the UN Sustainable Development Goals, and to develop an understanding that there are a variety of art forms, which they could choose to utilize, later.

Identifying Transdisciplinary Themes, PYP Concepts and UN Sustainable Development Goals

During our first week of art class, through close observation/analysis of various artworks, students had the opportunity to clarify their understanding of the PYP Transdisciplinary Themes and Concepts and the UN Sustainable Development Goals. They have begun to consider how art can be used as a means of raising awareness of such issues.

Students have been exposed to the work or artists who clearly have something to say. Completely open to personal interpretation, students have worked as a whole class, to seek meaning, and identify the Transdisciplinary Theme, PYP Concepts and UN Sustainable Goal in various artworks. So far we have specifically observed the work of Jo Atherton, Yayoi Kusama and Von Wong. 

Exposure to a variety of art making forms

During week two and three, students are being reminded that art comes in a variety of forms, such as painting, drawing, construction, collage, and photography. The intention here is to open their minds to the various media which they could use, if they choose to, as a means of expression during their upcoming personal learning journey. It is already a busy and exciting time, as students have rotated through teacher directed, art stations. All classes are contributing to the same stations. They are reminded to constantly keep in mind, the question “How can I use creativity to express a matter which is important to me?”

PYP Attitudes/Attributes (Learner Profile)

Incorporated into all, is consideration of the PYP Learner Profile. A shared painting can be a challenge and cause great frustration when a partner removes, changes, or transforms an area of a work with which you held a moment of great pride. A strong sense of perseverance, and acceptance is required  and students are being encouraged to be responsible and caring in their approach to all. I am pleased to report, that to date, a large percentage of students are demonstrating high levels of positivity in this regard. In fact, as the week has progressed, excited students have returned to art class before or after school, or during recess, simply to observe the new development that has occured during their time away.

Reflection/Evaluation

Reflection and evaluation comes quite naturally. The art room can be noisy at times,  as students are constantly engaged in talking to each other about what is working and what is not. As we are in the the early stages, some guidance is required in some instances, as they self and peer evaluate. Positive and constructive feedback is encouraged as they make collaborative decisions regards their next steps with the work. At the end of each lesson, a whole class moment of reflection is required, where students discuss challenges met, and any strategies they may be devising to overcome this.

Next Steps

The entire Fifth Grade are working rapidly. It has been amazing to see! For all of us, there are moments or great joy, and moments of disappointment. An artwork can be fabulous one minute, and ruined the next! Tolerance, forgiveness, acceptance, open mindedness, and perseverance are our words of the week! Two weeks of planned work is well under way, and in these early days students are requesting more. Together, we are making decision regards the introduction of new stations. And together, we shall decide, later in the year, and as a result of community feedback, which of our collaborative works we agree to being ‘presentable’ for the exhibition.

Below, I share two videos. Von Wong’s ‘The Last Straw’ and his artwork ‘The Parting of the Plastic Seas’, and a video of Fifth Grade artists at work.

 

Third Grade: Resist Methods and thoughtful application of color.

Third Grade have completed their first unit of the year. It was a ‘Stand Alone’ which means it is not specifically connected/integrated to/with their regular class Unit of Inquiry. However, it is still concept driven, and this time, we have focused on the PYP Key Concept of FORM.At AAS, it is our aim to expose learners to a variety of art forms throughout the year, and Elementary School. During the last few weeks, they have enjoyed the opportunity to experiment with and discover the qualities and recognisable features of resist methods, using oil pastel/watercolor, and washable glue/acrylic paint, leading to a final batik product. Batik is usually created with hot wax, and so with safety in mind, glue can work as effectively, and as an introduction for Third Graders.

For her SeeSaw post, Derya chose to speak about her work. Click here, to listen.  Leyla chose to write about her work. “This is my batik. First l put glue on cloth. Next we colored it and finally we put it in cold water and left it overnight . It is finished . The difficult part was putting the cloth on the round frame because it kept falling off . I fixed it by putting the frame under it and pushing the frame together . I chose red orange and yellow because they are all analogous colors”.

As you receive Seesaw posts, you are encouraged to interact with your child by asking questions about the experience of this art form. We encourage a growth mindset, and therefore, the child should be increasingly recognising the value of lessons learned, over the quality of the final product. With this, if your child has followed through the guiding questions, he/she will have addressed the challenges met, and possible strategies to overcome these, in addition to an explanation of the process, inclusive of art vocabulary. For example, words such as ‘batik, resist, acrylic, analogous colors and blending’ should be incorporated into his/her speaking or writing. (If your child only posted a photo, this is due to lack of time. No problem)

Most students followed along the idea of creating a mandala style design, though this was not truly the focus of the work. The discovery and recognition of a new art form in particular, application of new skills and knowledge of color, and our ability to discuss the process was central to all.

A Batik art display will soon be created and on view in the ES Lobby area, and below is a Youtube video, which will give you insights into Third Grade’s first art unit of the year. Enjoy!

 

 

 

 

 

 

 

 

Fifth Grade: Final Gallery and farewell to Mrs Godfrey and all Fifth Grade Students

Above: Mrs Godfrey’s first felt work!  Her love of our host country shines through her work. Mrs Godfrey, we will miss you here at AAS next school year, and as you will still be living nearby, we hope you will continue to visit. Thanks for joining in, with us during our last few art lessons. Your passion for fibre and fabric arts is inspiring.

Examples of the Creative Process: Below are some photos of three stages of the design cycle, from idea generation, to final work. Thank you Katerina for sharing this fine example.  These are clear indicators of a student who ready for Middle School!

And finally, as promised, a gallery of a number of student felt works. Well done Fifth Grade. All of you are ready. See you next year and good luck in Middle School !

 

 

 

Fifth Grade: The Felt Making Process

Note: You Tube Videos, may be more accessible via laptop or PC.

After their hard work with their PYP Exhibition, students are now involved in a less intense creative activity during the last art rotation of Elementary School. Students are loving the opportunity to try their hand at Felt Making. Still, it is necessary to follow through the same creative process, of developing skills, generating ideas, and seeking feedback, before embarking on the creation of a final work.This blog post shall remain brief, as I allow the video to demonstrate the procedures taking place. Fifth Grade have only 5-6 art lessons left to complete their work. Enjoy!

Fifth Grade: Discuss and Present

Today’s post contains a slide show of Gr 5 final products with music. If you are viewing from a smartphone or tablet, please go directly to the AAS blog site by clicking here, in order receive the full version. Please also be aware that the sound starts on the fifth slide, and your volume may need adjusting.

Art time for Fifth Grade students has come to an end for now. It has been a pleasure to observe all work through the process of investigation and creative exploration of materials. As mentioned in previous posts, the final requirement was for students to be able to write or speak about their work on Seesaw, using art specific vocabulary, and to be able to reflect upon feedback from peers and their teacher, and how this may have have influenced their decision making over time. All parents should have received Seesaw notification of their child’s entry by the end of this weekend. For now, we are proud to present some of our final products. Next Friday 8 December a few students will present in Assembly. Thank you in advance to Andrew, Victoria, Alexia, Lisa, and Zian, who are planning to present on behalf of the entire Fifth Grade. Student art work will be displayed around school in the new year.

 

Second Grade – End of Year

The majority of students have completed their work and will bring it home soon. Please take a moment to discuss the work with your child. It is important that the work is valued beyond the aesthetic. Through this work, your child has demonstrated commitment, perseverance and patience over a number of weeks. Ask your child to explain the entire process to you. Ask him/her, how long did it take? Ask him/her to evaluate “Are you pleased with your work? Why? What is good about it? What did not work so well?” Ask your child about challenges met, and the solutions he/she found. Remind him/her of the Outdoor Learning experience in the forest and seek connections with this. Show him/her this Andy Goldsworthy link (by Niall Dickenson) and use it as a conversation piece. Have your child take pride in his/her work. Take a photo and send it to Grandparents. Place it in a prominent place in your home. And throughout the summer, keep this work in mind, wherever you may be. Provide your child continued exposure to outdoor exploration. Provide him/her opportunities to invent and create. Expose him/her to the work of others through galleries and museums. Point out any outdoor art installations you find, as you travel to your home town, city, country, or vacations elsewhere. Connection is the key. We are now ready and excited for Third Grade. Enjoy your summer with family and friends, and safe travels to all.

 

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